A competency-oriented training program to help special and regular teachers meet the educational needs of handicapped children is organized around several three-credit inservice courses. Instructors are key components of the approach and are carefully selected, trained, evaluated, and supported. (CL)

Describes the long-term effectiveness of the Adolescent Learning Center, a model classroom for emotionally disturbed adolescents (N=24). Results on a behavioral checklist, student attitude questionnaire, and parents' questionnaire indicated that gains in emotional adjustment continued to accrue significantly upon the students' return to the public…

The article reviews the history and the philosophical basis of mainstreaming (with special reference to the hearing impaired), notes the various levels of mainstreaming in school, discusses components of successful mainstreaming efforts, and suggests that the future of mainstreaming depends on five factors, including improved diagnostic tools and…

Reviews the positive effects of integrating severely handicapped students into special classes emphasizing structured interaction with nonhandicapped peers. Includes factors to consider for successful integration. (MD)

Suggestions are made to help the regular classroom teacher maximize instructional time for mainstreamed learning disabled students. Suggestions cover general classroom organization, language arts instruction, and math instruction. Recommendations focus on incidental learning. (CL)

A school to accommodate handicapped students side by side with nonhandicapped elementry students in remote Alaska was designed with programing considerations in mind and attention to the development of stable relationships among students. Design concepts and features are reviewed. (CL)

This selected bibliography, designed for secondary school teachers, contains annotations of publications that provide sufficient background information to sensitize teachers and students to the needs of handicapped learners or which offer suggestions for teaching methods or educational strategies to use in the mainstreamed classroom. (CJB)

Explains the use of teletherapy, a technique in which a teacher attempts to solve a child's problem by bringing the class a similar experience vicariously through stories retold from appropriate books. (FL)

Statistical analyses were performed on data containing demographic, handicapping, and achievement information for 1,465 hearing-impaired students. Results showed that the integrated students and the nonintegrated students differed with respect to their age, ethnic status, hearing loss, age at onset, additional handicapping characteristics, and…

A study of how mainstreaming affects nonhandicapped students' stereotypes about children with disabilities was conducted, using both mainstreamed and nonmainstreamed fourth grade students. Analysis of children's recognition memory of a story about a handicapped child showed that the mainstreaming resulted in less stereotypic schema. (Author/PP)

This paper describes the development of two scales designed to assess teacher tolerance levels, expectations, and standards for children's social behavior associated with handicapping conditions: the SBS Inventory of Teacher Social Behavior Standards and Expectations, and the SBS Checklists of Correlates of Child Handicapping Conditions.…

Concludes that inservice training is important in promoting positive teacher attitudes toward mainstreaming. (FL)

This article describes the initial steps taken to mainstream students classified as "educable mentally retarded" and then presents a twelve step curriculum development procedure for totally mainstreaming such students at a middle school. (Author/RK)